Erie Canal Lesson Plan
Erie Canal Lesson Plan
Erie Canal Lesson Plan
Kendrick Wilson
Date: 5/2/16-5/6/16
Standards
Addressed:
The
Erie
Canal
is
an
important
piece
of
local
NYS
history
that
affected
the
ancestors
of
all
of
our
students.
The
construction
of
the
Erie
Canal
had
several
positive
affects
on
the
people
during
the
early
1800s
and
has
impacted
our
lives
today.
Students
will
analyze
textual
and
visual
information
to
understand
the
importance
of
the
Erie
Canal.
Students
will
be
able
to
synthesize
ideas
from
multiple
sources
to
write
a
journal
entry
in
the
perspective
of
an
American
citizen
from
the
past.
Social
Studies
4.6b
In
order
to
connect
the
Great
Lakes
with
the
Atlantic
Ocean,
the
Erie
Canal
was
built.
Existing
towns
expanded
and
new
towns
grew
along
the
canal.
New
York
City
became
the
busiest
port
in
the
country.
Students
will
examine
the
physical
features
of
New
York
State
and
determine
where
it
might
be
easiest
to
build
a
canal,
and
form
a
hypothesis
about
the
best
location.
Students
will
compare
their
hypothesis
with
the
actual
location
of
the
Erie
Canal.
Students
will
examine
how
the
development
of
the
canal
affected
the
Haudenosaunee
nations.
Students
will
locate
and
name
at
least
five
towns
and
four
cities
along
the
canal,
and
identify
major
products
shipped
using
the
canal.
English
Language
Arts
&
Literacy
RI.
4.
9.
Integrate
information
from
two
texts
on
the
same
topic
in
order
to
write
or
speak
about
the
subject
knowledgeably.
RI.
4.
3.
Explain
events,
procedures,
ideas,
or
concepts
in
a
historical,
scientific,
or
technical
text,
including
what
happened
and
why,
based
on
specific
information
in
the
text.
W.
4.
3b.
Write
narratives
to
develop
real
or
imagined
experiences
or
events
using
effective
technique,
descriptive
details,
and
clear
event
sequences.
b.
Use
dialogue
and
description
to
develop
experiences
and
events
or
show
the
responses
of
characters
to
situations.
Canal
Locks
Perspective
Ancestor
Stationary
Propel
Locomotives
Barges
Provisions
Artificial
Excavation
Terrain
Materials:
Anticipatory
Set:
How
will
you
get
ALL
students
focused
on
the
days
lesson?
How
will
you
connect
new
learning
to
prior
knowledge
and
experience?
(the
before
phase)
Rugged
Uproot
Charismatic
Feasible
Jeeringly
Impact
KWL
Anchor
Chart
Markers
New
York
Studies
Weekly
newspaper
week
22,
The
Erie
Canal
Highlighters
Guiding
questions
worksheet
Pencils
Computers
Rubric
Ask
students
to
go
to
www.wilsoneriecanal.weebly.com
Introduce
the
WebQuest.
Remind
students
we
will
take
a
field
trip
to
the
canal
on
Thursday.
Ask
students
to
follow
along
on
the
WebQuest
as
you
introduce
and
explain
its
layout
and
their
job
(the
task).
Before
break,
we
learned
about
the
Industrial
Revolution.
Discuss
in
pairs
what
you
remember
about
the
Industrial
Revolution.
How
did
industry
and
new
inventions
affect
the
lives
of
citizens
in
New
York
State?
What
were
some
positive
and
negative
affects
of
the
Industrial
Revolution?
(Think
of
children,
earth
day)
How
did
improvements
in
transportation
improve
daily
life,
trade,
farming,
resources/goods
etc.?
This
WebQuest
will
guide
you
through
one
specific
transportation
system
that
greatly
affected
many
aspects
of
New
York
life
in
the
early
1800s
and
after,
the
Erie
Canal.
Turn
to
the
person
next
to
you,
and
discuss
what
you
know
about
the
Erie
Canal.
What
do
you
want
to
learn?
What
are
you
curious
about?
Share
what
you
know
and
want
to
learn
with
the
class
to
create
a
class
KWL
chart.
1. Discuss
the
task
with
students.
2. Take
them
to
the
process
and
explain
how
they
should
follow
the
WebQuest.
3. Hand
out
the
guiding
questions
worksheet
and
explain
or
model
how
they
should
answer
the
questions
as
they
go.
4. Pair
up
students
with
appropriate
shoulder
partners
that
will
be
a
good
learning
partner
for
them.
5. Explain
that
they
are
not
expected
to
get
it
all
done
today,
but
they
will
only
have
one
more
class
period
to
complete
this
WebQuest.
6. Ask
students
to
get
started
7. On
the
second
day,
remind
students
of
the
task,
explain
grading
rubric.
8. Display
and
explain
self-assessment
checklist
for
the
journal
entry.
9. Model
how
to
demonstrate
that
they
completed
the
self-assessment
on
their
journal
entry.
Assessment:
FormativeWhat
informal
checks
for
understanding
will
you
use?
How
will
you
assess
student
learning
during
the
lesson?
Summativewhat
formal
check
for
understanding
will
you
use
at
the
end
of
student
learning?
THIS
WILL
NOT
HAPPEN
EVERY
DAY.
Differentiation/Accommodations/Modifications:
How
will
you
work
to
meet
the
individual
learning
needs
of
your
students?
What
accommodations
and
modifications
will
you
make
for
your
students
with
IEPs
and
504
plans?
What
differentiation
strategies
will
you
use
for
students
without
formal
accommodation
plans,
but
who
still
need
modifications?
Reflection:
Now
that
you
have
learned
about
the
Erie
Canal
and
how
its
construction
affected
New
York
State
and
America
as
a
whole,
share
your
journal
entry
with
your
partner.
Find
a
new
partner
and
share
again.
Return
to
your
seat.
Quick
write:
Write
down
one
thing
you
learned
about
the
Erie
Canal.
After,
the
WebQuest
and
the
field
trip,
return
to
the
KWL
chart
to
share
things
students
learned
about
the
Erie
Canal
and
add
them
to
the
"learned"
section
of
the
class
KWL
chart.
Remind
students
that
we
will
visit
the
canal
on
Thursday.
The
teacher
will
informally
assess
the
information
students
retained
from
the
WebQuest
on
the
guiding
questions
worksheet.
The
teacher
will
roam
the
room
to
listen
to
student
discussion,
answer
questions,
and
prompt
deeper
thinking.
The
teacher
will
assess
the
students
knowledge
and
understanding
of
the
impact
of
the
canal
on
different
people
of
the
time
through
the
creative
journal-writing
piece.
Students
will
read
the
text
in
pairs,
which
will
be
strategically
formed
so
that
students
are
working
with
a
peer
that
will
help
them
succeed,
thrive,
and
understand
the
material.
Students
with
fine
motor
difficulties
will
have
copies
of
the
worksheet
that
has
more
space
for
responses.
Some
students
can
record
their
answers
on
one
worksheet
to
save
writing
time.
Inclusion
students
will
work
in
a
large
group
with
the
special
education
teacher
to
save
time
and
further
guide
students
through
the
WebQuest.